Juffs, A. (2009). The Second language acquisition of the lexicon. In W. Ritchie and T. Bhatia, (Eds.), The New handbook of second language acquisition, 2nd edition, 181-209. Amsterdam, The Netherlands: Elsevier.

Klahr, D. (2012). Patterns, Rules, & Discoveries in Life and in Science. In Carver, S., & Shrager, J..(Eds.) The Journey From Child to Scientist: Integrating Cognitive Development and the Education Sciences. Washington DC: American Psychological Association.

Pavlik, P. (2007). Timing is in order: Modeling order effects in the learning of information. In F. E. Ritter, S., J. Nerb, E. Lehtinen & T. O'Shea (Eds.), In order to learn: How order effects in machine learning illuminate human learning. New York: Oxford University Press.

De Jong, N. (2012). Oefenen met vloeiend spreken: Wat, hoe en waarom? In B. Bossers (Ed.), Vakwerk 8 (pp. 25-35). Amsterdam: BV NT2. [This is an edited volume for teachers of Dutch as a second language and other professionals in the field. The English translation of the title is “Practicing fluent speaking: What, how, and why?”]

Walkington, C. (in press). Using learning technologies to personalize instruction to student interests: The impact of relevant contexts on performance and learning outcomes. Article invited to special issue of Journal of Educational Psychology.

Baker, R.S.J.d. & Gowda, S.M. (2010). An Analysis of the Differences in the Frequency of Students' Disengagement in Urban, Rural, and Suburban High Schools. Proceedings of the 3rd International Conference on Educational Data Mining, 11-20.

Baker, R.S.J.d., Aleven, V. (2008). Help abuse and proper use: How helpful is on-demand help when it is used properly? Paper presented at the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).

Baker, R.S.J.d., Corbett, A. & Aleven, V. (2009). Determining when an error is actually a slip. Presentation in "Educational Data Mining: Seeing How Students Really Err" Symposium at the 13th Biennial Conference of the European Association for Research on Learning and Instruction.

Baker, R.S.J.d., Roll, I., Corbett, A. & Koedinger, K.R. (2005). Do Performance Goals Lead Students to Game the System? Proceedings of the 12th International Conference on Artificial Intelligence in Education. 2005. 57-64.

Beck, J. & Mostow, J. (2008). How who should practice: Using learning decomposition to evaluate the efficacy of different types of practice for different types of students. Proceedings of the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).

Booth, J. (2013). Worked Examples: Who Do They Work For? Proceedings of AERA 2013

Booth, J. (2009). Improving Algebra Learning in Real World Classrooms with Worked Examples and Self-Explanation. Paper presented in the Presidential Symposium entitled The New Learning Sciences at the annual meeting of the Eastern Psychological Association, Pittsburgh, PA.

Booth, J.L. & Koedinger, K.R. (2012). Worked Examples and Self-Explanation. Paper presented at "Bridging Research and Practice: From Cognitive Principles to Design Principles of Curriculum, Instruction, and Assessment" Symposium at AERA 2012.

Booth, J. & Siegler, R. (2007). The Role of internal representations of magnitude in numerical estimation. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction (EARLI). Budapest, Hungary, August, 2007.

Butcher, K. & Aleven, V. (2009). Visual self-explanation during intelligent tutoring: More than attentional focus? Presented as part of "In Vivo Experimentation on Self-Explanation Across Domains" Symposium at European Association for Research on Learning and Instruction, (EARLI 2009). Amsterdam, the Netherlands.

Davenport, J., Klahr, D. & Koedinger, K.R. (2007). The influence of diagrams on chemistry learning. Paper presented at the 12th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), August 2007

De Jong, N. (2012). Technieken voor het oefenen van vloeiend spreken. Workshop given at the LES Conference, November 10, 2012, Amsterdam. [English translation of the title: Techniques for practicing fluent speaking; this is a conference for teachers of Dutch as a second language and other professionals in the field.]

De Jong, N. & Halderman, L. (2009). The role of vocabulary and grammar knowledge in second-language oral fluency: A correlational study. Paper presented at the Second Language Research Forum, East Lansing, MI, October 2009.

De Jong, N. & Halderman, L. (2009). Training formulaic sequences has mixed short-term effects on L2 oral fluency. Presentation at PSLC/ELI Symposium on Research in an Intensive English Program, University of Pittsburgh, June 2009.

De Jong, N. & Poelmans, P. (2011). Accuracy and complexity in second language speech: Do specific measures make the difference? Presentation at the EuroSLA conference, Stockholm, September 2011.

De Jong, N., Halderman, L. & Ross, M. (2009). The effect of formulaic sequences training on fluency development in an ESL classroom. Paper presented at the American Association for Applied Linguistics Conference, Denver, CO, March 2009.

Dela Rosa, K., Parent, G. & Eskenazi, M. (2010). Multimodal learning of words: A study on the use of speech synthesis to reinforce written text in L2 language learning

Dela Rosa, K., Parent, G. & Eskenazi, M. (2010). M.Multimodal learning of words: A study on the use of speech synthesis to reinforce written text in L2 language learning. Proceedings of the ISCA Workshop on Speech and Language Technology in Education. (SLaTE 2010).

Diziol, D., Rummel, N. & Spada, H. (2009). Procedural and Conceptual Knowledge Acquisition in Algebra – When Does Collaboration Make a Difference? 13th European Conference for Research on Learning and Instruction (EARLI) 2009. Amsterdam, The Netherlands.

Frishkoff, G., Perfetti, C. (2008). ERP Evidence for stages of meaning acquisition in the development of the print lexicon. Paper presented at the 15th Annual Meeting of the Society for the Scientific Study of Reading, Asheville, NC (July 2008).

Gholson, B., Graesser, A. & Craig, S. (2007). The Transfer of Deep-Level Reasoning Questions and Their Effects on Science Learning. IES AERA Symposium: What Conditions Support Transfer of Knowledge? New Research in Mathematics and Science Education.

Gianfortoni, P., Adamson, D. & Rosé, C. P. (2011). Modeling Stylistic Variation in Social Media with Stretchy Patters, in Proceedings of First Workshop on Algorithms and Resources for Modeling of Dialects and Language Varieties

Guo, Heffernan, N., Beck, J. (2008). Trying to reduce bottom-out hinting: Will telling students how many hits they have left help? Short paper presented at the 9th International Conference on Intelligent Tutoring Systems (ITS) (June, 2008).

Hausmann, R.G.M. (2007). An analysis of generative dialogue patterns across interactive learning environments: Explanation, elaboration, and co-construction. Paper presented at the Intelligent Tutoring in Serious Games Workshop, hosted by the Institute for Creative Technologies at USC, Marina del Rey, CA.

Hausmann, R.G.M., Nokes, T.J., VanLehn, K. & Gershman, S. (2009). The impact of prompting on self-explanation and robust learning. Symposium at European Association for Research on Learning and Instruction (EARLI, 2009).

Hausmann, R.G.M. & van de Sande, B. (2007). An Analysis of Student Learning Using the Andes Intelligent Tutor Homework System. Paper presented at the summer meeting of the American Association of Physics Teachers, Greensboro, NC. August 2007.

Heilman, M., Collins-Thompson, K., Eskenazi, M. (2008). An Analysis of Statistical Models and Features for Reading Difficulty Prediction. Proceedings of the 3rd Workshop on Innovative Use of NLP for Building Educational Applications. Association for Computational Linguistics, 71-79.

Jones, C. & Siskin M. (2007). Building the New French Online: The Challenges of shared infrastructure. CALICO (Computer-Assisted Language Instruction Consortium), May 2007, Texas State University, San Marcos.

Juffs, A. & Rodriguez (2007). Working memory capacity in context: differential effects on comprehension of relative clauses and binding. Second Language Research Forum. University of Illinois, Champaign Urbana. October 13, 2007.

Katz, S., Connelly, J. & Wilson, C. (2007). Out of the lab and into the classroom: An evaluation of reflective dialogue in Andes. In K. Koedinger, K.R. & R. Luckin (Eds). In Proceedings of Artificial Intelligence in Education: Building Technology Rich Learning Contexts that Work (pp. 425-432). Amsterdom: IOS Press.

Koedinger, K.R. (2009). Using online tutoring systems for in vivo experimentation and educational data mining. Presented as part of "Innovative Methodologies for Relevant Basic Research on Technology-Enhanced Learning in Classrooms" Symposium at EARLI 2009.

Koedinger, K.R. (2008). Confronting the Assistance Dilemma: Is it Better to Give Than to Receive? Learning and Instruction Symposium (AERA 2008).

Litman, D. (2011). Spoken dialogue for intelligent tutoring systems: Responding to not only what students say, but how they say it. Paper presented at Socializing Intelligence Through Academic Talk and Dialogue: Invitational AERA Research Conference. University of Pittsburgh, September 22-25, 2011.

Lu, C. (2006). The Effects of Word Knowledge Depth and Proficiency Level on Word Association for Learners of Chinese as a Second Language, The Annual Meeting of Chinese Language Teachers Association (CLTA/ ACTFL), 2006.

Martin, K. I., & Juffs, A. (2012). The Effects of L1 on Sensitivity to Vowel Information while Reading: A Comparison of Native Arabic, Native Chinese, and Native English Speakers. In L. M. Morett (Chair), The Psycholinguistic Bases of Second Language Acquisition: Consistency and Change Across Languages. Symposium conducted at the meeting of the Eastern Psychological Association, Pittsburgh, PA.

Matsuda, N., Cohen, W. & Koedinger, K.R. (2005). An Intelligent Authoring System with Programming by Demonstration. Proceedings of the the Japan National Conference on Information and Systems in Education, Kanazawa, Japan.

McCormick, D. & Vercellotti, M. (2009). To Err is Human, to Self-correct Divine: Examining Classroom Recorded Speaking Activity Data to Support ESL Self-correction as Noticing. Paper presented at the American Association for Applied Linguistics Conference, March 2009.

McLaren, B. & Koedinger, K.R. (2009). In vivo learning experiences with a stoichiometry tutor: Worked exmples lead to more efficient learning. Presented as part of "In Vivo Experimentation on Worked Examples Across Domains" Symposium at EARLI 2009.

McLaren, B., Lim, S., & Koedinger, K.R. (2008). When and How Often Should Problem Solutions be given to Students? New Results and a Summary of the Current State of Research. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Conference of the Cognitive Science Society (pp. 2176-2181). Austin, TX: Cognitive Science Society.

Michaels, S. & O'Connor, C. (2011). Making thinking and productive talk visible: Exploring the use of video in three models of scalable professional development for productive talk. Paper presented at Socializing Intelligence Through Academic Talk and Dialogue: Invitational AERA Research Conference. University of Pittsburgh, September 22-25, 2011.

Pardos, Z., Baker, R.S.J.D., San Pedro, M.O.C.Z., Gowda, S. & Gowda, S.M. (2013). Affective states and state tests: Investigating how affect throughout the school year predicts end of year learning outcomes. Third Conference on Learning Analytics and Knowledge (LAK 2013) in Leuven, Belgium April 8-12, 2013

Rodrigo, M.M.T., Baker, R.S.J.d. & Nabos, J.Q. (2010). The Relationships Between Sequences of Affective States and Learner Achievements. Proceedings of the 18th International Conference on Computers in Education.

Rodrigo, M.T., Anglo, Sugay, J. & Baker, R.S.J.d. (2008). Use of Unsupervised Clustering to Characterize Learner Behaviors and Affective States while Using an Intelligent Tutoring System. Proceedings of International Conference on Computers in Education, 49-56.

Roll, I. (2012). Co­evolution of qualitative and symbolic reasoning in invention activities. Symposium 'On the design, implementation, and Outcomes of Using Contrasts in Learning' conducted at the the annual meeting of the American Education Research Association (AERA) 2012, Vancouver, BC.

Roll, I. (2013). Using Learning Analytics to Inform Theories of Help Seeking. Proceedings of AERA 2013.

Roll, I., (2010). Scaffold and feedback in scientific inquiry environments: The case of the invention lab. In I. Roll, M. Mavrikis, & S. G. Santos (Eds.). 3Rd workshop on Intelligent Support in Exploratory Enviornments (ISEE), in conjunction with the 9th International Conference of the Learning Sciences (ICLS). Chicago, IL.

Rosé, C. (2011). What sociolinguistics and machine learning have to say to one another about interaction analysis. Paper presented at Socializing Intelligence Through Academic Talk and Dialogue: Invitational AERA Research Conference. University of Pittsburgh, September 22-25, 2011.

Rosé, C.P. & Donmez, P. (2005). TagHelper: An application of text classification technology to automatic and semi-automatic modeling of collaborative learning interactions, Proceedings of the AIED 2005 Workshop on Representing and Analyzing Collaborative Interactions: What works? When does it work? To what extent?

Rosé, C.P., Aleven, V., Carey, R. & Robinson, A. (2005). A First Evaluation of the Instructional Value of Negotiable Problem Solving Goals on the Exploratory Learning Continuum . Proceedings of the 12th International Conference on Artificial Intelligence in Education. 2005.

Rummel, N., Diziol, D., Spada, H. (2008). Analyzing the effects of scripted collaboration in a computer-supported learning environment by integrating multiple data sources. Paper presented at the Annual Conference of the American Educational Research Association (AERA) 2008. New York City, NY, USA.

Rummel, N., Diziol, D., Spada, H. & McLaren, B. (2007). Scripting collaborative problem solving with the Cognitive Tutor Algebra: A Way to promote learning in mathematics. Proceedings of 12th meeting of the European Association for Research on Learning and Instruction (EARLI-07). Budapest, August 28 - September 1, 2007.

Rummel, N., Spada, H. & Diziol, D. (2007). Can collaborative extensions to the Algebra I Cognitive Tutor enhance robust learning? An in vivo experiment. Paper presented at the Annual Conference of the American Educational Research Association (AERA-07). Chicago, IL, USA, April 2007.

Rummel, N., Spada, H. & Diziol, D. (2007). Evaluating collaborative extensions to the Cognitive Tutor Algebra in an in vivo experiment: Lessons learned. Proceedings of the European Association for Research on Learning and Instruction (EARLI-07). Budapest, August 28 - September 1, 2007.

Siler, S. A. & VanLehn, K. (2013). The effect of shared experience on learning outcomes in one-to-one human tutoring. Paper to be presented at the 2013 European Association for Research on Learning and Instruction (EARLI) conference. Munich, Germany.

Tunç-Pekkan, Z., Zeylikman, L., Aleven. V. & Rummel, N. (2010). Fifth Graders’ Conception of Fractions on Numberline Representations. Annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Columbus, Ohio.

van de Sande, B. & Hausmann, R.G.M. (2008). Does an intelligent tutor homework system encourage beneficial collaboration? Paper presented at the joint Spring Meeting of the Ohio Section of the American Physical Society (OS/APS) and the Western Pennsylvania American Association of Physics Teachers (WPA/AAPT), March 2008, Youngstown State University, Ohio.

VanLehn, K. (2012). Toward socially intelligent tutoring systems: Of the crowd, for the crowd. Paper presented at Microsoft Research at University of Washington (MSR/UW) Summer Institute on Crowdsourcing Personalized Online Education, July 2012

VanLehn, K., Hausmann, R.G.M. & Craig, S. (2007). Is the “self” of self-explanation important? In vivo experiments. Symposium at the 2007 meeting of the American Educational Research Association, Chicago, IL.

VanLehn, K., Hausmann, R.G.M. & Craig, S. (2007). The role of the self in self-explanation. Symposium at the 12th Biennial Conference for Research on Learning and Instruction, Budapest, Hungary, 2007.

Walker, E., Rummel, N. & Koedinger, K.R. (2009). The influence of correct and erroneous worked examples on learning from peer tutoring. As part of the Symposium "In Vivo experimentation on worked examples across domains", EARLI 2009.

Walker, E., Rummel, N., Koedinger, K.R. (2010). Automated Adaptive Support for Peer Tutoring in High School Mathematics. Presented as part of Symposium “Human Adaptive Guidance for Group Work” for ICLS.

Wu, S. (2008). Chinese Online: A Hybrid Experience. Proceedings of the 5th International Conference and Workshops on Technology and Chinese Teaching in the 21st Century (TCLT5). pp. 296-302. Macau: University of Macau.

Wylie, R. (2007). Are we asking the right questions? Understanding which tasks lead to the robust learning of English grammar. Young Researchers Track paper at the 13th International Conference on Artificial Intelligence in Education (2007).

Wylie, R., Koedinger, K.R. & Mitamura, T. (2009). Self-Explaining Language: Effects of Adding Self-Explanation Prompts to an ESL Grammar Tutor. Presented as part of "In Vivo Experimentation on Self-Explanations Across Domains" Symposium at European Association for Research on Learning and Instruction (EARLI), August 25-29, 2009.

Yaron, D., Evans, K.L., Leinhardt, G., Karabinos, M. et al (2005). “Using the field of chemistry to guide in the development of an on-line stoichiometry course”, American Chemical Society National Meeting, Washington DC, August 2005.

Booth, J. & Olsen, J.K. (2009). Encoding of equation features relates to conceptual and procedural knowledge of algebra. Poster presented at the meeting of the Society for Research in Child Development, Denver, CO.

Dunlap, S. (2010). Spelling in English as a second language: Do students make different types of errors on different types of tasks? Poster presented at the 3rd annual meeting of the iSLC, Boston, Massachusetts.

Dunlap, S. & Perfetti, C. (2009). Effects of explicit instruction on Chinese character learning. Poster presented at the Georgetown University Round Table on Languages and Linguistics, Washington, D.C., March 2009.

Dunlap, S., Perfetti, C. Liu, Y. & Wu, S. (2007). Rules and exceptions: Strategies for learning vocabulary in Chinese as a second language. Poster presented at the meeting of the American Educational Research Association, Chicago, IL., 2007.

Katz, S. (2006). A Comparison of three modes of reflective dialogue. Poster presented at American Association of Physics Teachers (AAPT) meeting, 2006.

Katz, S., Connelly, J. & Wilson, C. (2007). Out of the lab and into the classroom: An Evaluation of Reflective Dialogue in Andes. Poster presented at the Physics Education Research Conference (PERC 2007), Greensboro, NC.

Wylie, R. (2008). Making a priori predictions about English as a Second Language grammar learning. Poster presented at the IES Research Conference, Washington, DC, June 2008. [pre-doctoral student poster].

Hausmann, R.G.M. (2005). Elaborative and Critical Dialog: Two Potentially Effective Problem-Solving and Learning Interactions. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, University of Pittsburgh, 2005.

Nelson, J.R. (2010). Reading skill and components of word knowledge affect eye movements during reading. Submitted to the Graduate Faculty of the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy, University of Pittsburgh.

Ringenberg, M. (2006). Scaffolding Problem Solving With Embedded Examples to Promote Deep Learning. Submitted in partial fulfillment of the requirments for the degree of Master of Sciences, University of Pittsburgh, 2006.

Vercellotti, M.L. (2012). Complexity, Accuracy, and Fluency as Properties of Language Performance: The Development of the Multiple Subsystems over Time and in Relation to Each Other. Ph.D. Dissertation. University of Pittsburgh, Pittsburgh, PA.

Aleven, V. (2013). Games for Collaborative Science Inquiry for Grades K-3. Presented at Technology in Support of Learning segment of New Directions in Research on Learning and Education: A Symposium Celebrating 50 Years of LRDC, May 16, 2013. University of Pittsburgh.

Baker, R.S.J.d. (2010). Intelligent Tutoring Goes to School in the Big City… and the Suburbs… and the Countryside… and the Developing World Mega-City. Invited seminar. Computer Science Department, University of Massachusetts, Amherst. February 25, 2010

Baker, R.S.J.d. (2010). Intelligent Tutoring Goes to School in the Big City… and the Suburbs… and the Countryside… and right here in Metro Manila! College of Computer Studies, De La Salle University – Manila, Philippines. April 8, 2010.

De Jong, N. (2007). Approaches to the study of second language acquisition. Guest lecture at the CUNY Graduate Center (invited by Prof. Den Dikken and Prof. Otheguy), December 2007

De Jong, N. (2007). Oral fluency development in ESL classrooms. Guest lecture at the CUNY Graduate Center (invited by Prof. Klein), November 2007

De Jong, N. (2008). Oral fluency development in a second language. Presentation given at the Cognitive Approaches to Second Language Acquisition research group at the University of Amsterdam, January 2008.

De Jong, N. (2008). The study of oral fluency development in ESL. Presentation given at the Colloquium on Teaching and Learning World Languages, March 2008, at Queens College of CUNY.

De Jong, N. (2009). Pre-training formulaic sequences and its effect on oral fluency. Talk given at the SLA lab meeting, CUNY Graduate Center, April 24, 2009.

De Jong, N. (2009). Pre-training formulaic sequences and its effect on oral fluency. Talk given at the SLA lab meeting, CUNY Graduate Center, April 24, 2009.

De Jong, N. & Seman, J-M. (2012). Effects of immediate task repetition, prompt type, and time pressure on repeated retrieval of vocabulary. Presentation at the Second Language Research Forum, October 21, 2012, Pittsburgh, PA.

Juffs, A. (2007). Vocabulary acquisition in English as a second language: Refining theory and practice in an Intensive English Program. Keynote address given at Second Language Acquisition and Teaching (SLAT) Roundtable, University of Arizona, March 2007.

Juffs, A. (2008). Opportunities and Challenges in Teaching Vocabulary Using CALL in an Intensive English Program. February 22, 2008. Ontario Institute for Studies in Education, University of Toronto, Canada. Invited talk.

Klahr, D. (2011). Second of Two invited talks at a conference on science education, sponsored by the Francisco Manuel dos Santos Foundation at two universities in Lisbon and Oporto Portugal.

Klahr, D. (2012). What Do We Mean?: On the Importance of Not Abandoning Scientific Rigor When Talking about Science Education. The Science of Science Communication, National Academy of Sciences. May 21-22, 2012

Klahr, D. (2010). Biennial Conference of the International Society for the Psychology of Science and Technology, Keynote address. UC Berkeley.

Koedinger, K.R. (2012). Open Discussions on Formal Learning and Why Results From the Learning Sciences Have Little Impact in Schools, Keynote Address at American Psychological Association (APA) Conference, August 2, 2012

Koedinger, K.R. (2012). The KLI Dependency: How the domain-specific and domain-general interact in STEM learning. Presented at the Integrating Cognitive Science with Innovative Teaching in STEM Disciplines Meeting, September 27-28, 2012 at Washington University, St. Louis. Invited talk.

Matsuda, N. (2007). Beyond Building Cognitive Tutors by Demonstration – When SimStudent helps building a bridge between technology and education. School of Education, Stanford University. June 2007, Palo Alto, CA

Matsuda, N. (2009). SimStudent for STEM Education: A synthetic student to explore theories of learning and build effective interventions (2009). School of Education, Public Policy and Civic Engagement, University of Massachusetts Dartmouth. Fairhaven, MA.

Nokes, T.J. (2009). Taking cognitive science to school: Improving cognitive science and student learning. Invited speaker at the Research for Practice Conference. Learning Research and Development Center (LRDC), University of Pittsburgh, Pittsburgh, PA.

Nokes, T.J. (2009). Using cognitive science to improve student learning. Invited speaker at the Brain, Mind, and Learning: Research at the Science of Learning Centers at the 2009 Annual Meeting of the Advancing Hispanics/Chicanos & Native Americans in Science: Dallas, TX.

Perfetti, C. (2005). The accommodation of the brain’s reading network to writing system variation. Conference on Brain, Language, and Cognition. University of Minnesota, Center for Cognitive Sciences. October, 2005 .

Rosé, C. (2011). Invited Discussant, Session on Dialogue in the Digital Age, Socializing Intelligence Through Academic Talk and Dialogue Conference, sponsored by the American Education Research Association, September 2011

Rosé, C. (2011). Invited panelist, Towards Monitoring Classroom Interactions Through Speech Processing, as part of the panel on Research on discursive teaching and learning: What have we learned and where are we heading, at the European Association for Research on Learning and Instruction 2011 Conference.

Rosé, C. (2011). Dialogue Systems that Support Group Work and Learning, at Young Researchers Round Table for Spoken Dialogue Systems 2011 (Academia Session). Invited Speaker and Panelist.

Rosé, C. P. (2013). Automated Approaches to Analyzing Data from Collaborative Learning Settings. Symposium on Trends in Support and Analysis of Collaborative Learning. Jointly organized by the Special Interest Groups on Instructional Design and Learning and Instruction with Computers, at the Biennial Meeting of the European Association for Research on Learning and Instruction, August 2013. Invited symposium talk.

Rosé, C. P. (2013). Zooming In and Out of Collaborative Process Analysis through Linguistically Informed Machine Learning Models. Invited talk as part of Plenary Panel: To see the world and a grain of sand: Multiple methods in CSCL research, Computer Supported Collaborative Learning conference, June 2013.

Rosé, C.P. & Clarke, S. (2013). Understanding Student Engagement in Classroom Dialogue. Symposium on Enablers and Barriers of Productive Learning Dialogues: Where social meets cognitive. Biennial Meeting of the European Association for Research on Learning and Instruction, August 2013. Invited symposium talk (presented by Sherice Clarke).

Salden, R. (2008). Life, the Universe, and Worked Examples in Cognitive Tutors. AI Seminar of the Intelligent Systems Program (ISP) at the University of Pittsburgh, USA, October 24, 2008.

VanLehn, K. (2007). "Expertise in elementary physics, and how to acquire it.” The Development of Professional Performance: Approaches to Objective Measurement and Designed Learning Environments, Orlando, FL, March 2007

VanLehn, K. (2007). “Is the “self” of self-explanation important? In vivo experiments.” European Association of Research on Learning and Instruction (EARLI) conference, Budapest, Hungary, August 30, 2007.

VanLehn, K. (2012). “Now that Intelligent Tutoring Systems are as effective as human tutors, how can they become even better?” Cognitive Science Institute, University of Colorado at Boulder, Feb. 17, 2012

VanLehn, K. (2012). “Now that Intelligent Tutoring Systems are as effective as human tutors, how can they become even better?” Optimal Teaching Workshop, University of California at San Diego, May 4, 2012

VanLehn, K. (2012). “Now that ITS are as effective as human tutors, how can they become even better?” Conversations on Quality: A Symposium on K-12 Online Learning, MIT, Jan. 24, 2012

Yaron, D. (2011). Online materials that promote conceptual learning in introductory Chemistry. Invited talk at The 2011 Tripartite Symposium: Effective practices and current challenges in STEM education in western Pennsylvania. University of Pittsburgh, May 4, 2011.

Dunlap, S. (2010). Spelling in English as a second language: Do students make different types of errors on different types of tasks? Talk presented at the 3rd annual Inter-Science of Learning Centers Conference, Boston, Massachusetts.

Dunlap, S. (2006). What are some effective ways to support learning of new vocabulary in L2?: Evidence from some LearnLab studies. Brown Bag Presentation for Cognitive Psychology Program, University of Pittsburgh, PA.

Dunlap, S., Friedline, B., Juffs, A. & Perfetti, C. (2009). Effects of a spelling intervention with learners of English as a second language. Presentation at PSLC/ELI Symposium on Research in an Intensive English Program, University of Pittsburgh, June 2009.

Juffs, A. & Friedline, B. (2009). L1 Influence, morphological (in)sensitivity and L2 lexical development: Evidence form production data. Presentation at PSLC/ELI Symposium on Research in an Intensive English Program, University of Pittsburgh, June 2009.

Koedinger, K.R. (2009). “Is abstraction better than concreteness?” is the wrong question. Presented at the Meeting of the Society for Research in Child Development in Boston, MA.

Koedinger, K.R. (2011). Accounting for Socializing Intelligence with the Knowledge-Learning-Instruction Framework. Presentation made at the invitational AERA research conference: Socializing Intelligence Through Academic Talk and Dialogue. University of Pittsburgh, September 22-25, 2011.

Pino, J. & Eskenazi, M. (2009). L1 Effects in students' answers to word recall questions and cloze questions. Presentation at PSLC/ELI Symposium on Research in an Intensive English Program, University of Pittsburgh, June 2009.

Vercellotti, M.L. (2012). “Complexity, Accuracy, and Fluency: The Development of Language Performance”, Paper presented at Second Language Acquisition Research Symposium, English Language Institute, University of Pittsburgh, Pittsburgh, PA. July 7, 2012.

Walkington, C. (2011). Functions Perspectives in Algebra: An Empirically-Grounded Framework for Assessing Student Knowledge. National Council of Teachers of Mathematics Research Pre-session Presentation (April, 2011).

Wu, S. (2008). Robust Learning of Language and Cultural Literacy in Chinese Online. Presented at the Multimedia Showcase. September 25, 2008, University of Pittsburgh, Pittsburgh, PA.

Wylie, R. (2009). Does Self-Explanation Always Help?: The effects of adding self-explanation prompts to an English as a Second Language grammar tutor. Second Annual Inter-Science of Learning Center Student and Post-Doc Conference. February 5-7, 2009.

Wylie, R., Koedinger, K.R. & Mitamura, T. (2009). Would someone explain this? Adding self-explanation to an English Article Tutor. Presentation at PSLC/ELI Symposium on Research in an Intensive English Program, University of Pittsburgh, June 2009.

Wylie, R., Mitamura, T. & Rankin, J. (2006). From Practice to Production: Developing Tutoring Systems for English Article Use. Presentation at the Three Rivers Teachers of English to Speakers of Other Languages (3RTESOL) Conference. Pittsburgh, Pennsylvania. October 28, 2006.